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PROGRAMME SPECIFICATION

for the BSc/BSc (Hons) Software Development for Business Programme

November 2018

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GLASGOW CALEDONIAN UNIVERSITY Programme Specification Pro-forma (PSP)

1. GENERAL INFORMATION

1. Programme Title: BSc / BSc (Hons) Software Development for Business 2. Final Award: BSc, BSc (Sandwich), BSc (Hons), BSc (Hons)

(Sandwich) 3. Exit Awards: Certificate of Higher Education in Computing,

Diploma of Higher Education in Computing 4. Awarding Body: Glasgow Caledonian University 5. Approval Date: November 2018 6. School: School of Computing, Engineering and Built

Environment 7. Host Division/Dept: Department of Computing 8. UCAS Code: 7U8K 9. PSB Involvement: British Computer Society (BCS), Tech Partnership

Degrees 10.

Place of Delivery: City Campus

11.

Subject Benchmark Statement: Computing

12.

Dates of PSP preparation/revision:

November 2018

2. EDUCATIONAL AIMS OF THE PROGRAMME The BSc/BSc (Hons) Software Development for Business (SDfB) programme has been developed to provide students with the knowledge, understanding and skills needed to become effective Software Development professionals capable of working on the development of the software systems required by modern businesses. In the UK, software professional roles are the fastest-growing in the ICT sector. This has led to an increased demand for employable and productive software engineering graduates2. The programme development team has worked closely with The Tech Partnership (formerly e-skills UK, the Sector Skills Council for Business and Information Technology) and top graduate employers to ensure the learning outcomes of this programme meet the competencies required by the ICT industry. As well as having input into the content of the course, employers from the Tech Industry Gold Employer Network are also involved in delivery through networking events,

2 Tech Partnership, Fact Sheet: Demand for Digital Specialists, https://www.thetechpartnership.com/globalassets/pdfs/research-2016/factsheet_demandfordigitalspecialists_july16.pdf

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delivery of ‘Industry Insight’ lectures and the provision of industry case studies and group projects based on real world problems. This programme distinguishes itself from similar programmes offered elsewhere in two ways:

(i) At the time of writing the SDfB programme at GCU will be the only Software Development for Business programme in Scotland accredited by The Tech Partnership

(ii) Over the past 5 to 10 years the computing industry has experienced a “once every

20–25 years" shift to a new computing technology platform, bringing growth and innovation, which has been called the “Third Platform”. The Third Platform has at its core the four pillars of Big Data & Analytics, Cloud (evolving to Cloud 2.0), Mobile Computing and Social Technologies which come together and create opportunities for innovation. It is estimated that by 2020 over 40% of the ICT industry’s revenue and 98% of its growth will be driven by Third Platform technologies3. The Software Development for Business programme is aligned with this “Third Platform” since it incorporates in its programme outcomes coverage of the four pillars.

The programme provides a specialised route for students who which to become technical experts in the field of software development. The broad educational aims of this programme are:

• To provide students with a specific understanding of the theories, concepts, processes, methods and tools used for software development, and their application to the development of solutions that have real business value.

• To provide students with expert knowledge of the entire software development life cycle.

• To equip students with a range of theoretical and practical skills relevant to the task of developing and evaluating robust software solutions to real world problems.

• To enable students to develop a cultural understanding of the context of software applications.

• To equip students with the ability to work as an individual and as part of a team to develop and deliver quality software solutions.

• To enable students to acquire good analytical, synthesis and communication skills.

• To enable students to take responsibility for their own learning as they progress through the programme.

• To assist the student in developing the skills required in adapting to changing technological and organisational developments and learning new skills.

• To provide education and training which is accredited by the BCS and Tech Partnership Degrees.

3 The 3rd Platform is Evolving, https://www.idc.com/promo/thirdplatform

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Expected Levels of Attainment • On successful completion of year 1 a student should have a basic knowledge of the software

and hardware concepts which underpin modern computing systems.

• On successful completion of year 2 a student should have a sound knowledge of software design and development and show competence in applying this to a range of software development domains.

• On successful completion of year 3 a student should be able to plan, specify, design, implement and support components of a software system in response to a business need in accordance with fundamental principles and methods, using appropriate techniques and tools.

• On successful completion of year 4 (honours) a student will, in addition, be able to critically evaluate alternative approaches to software solutions and be able to use advanced knowledge and techniques in the construction of a software solution.

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3. INTENDED LEARNING OUTCOMES – the programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas

The development of this programme has been informed by:

• The Quality Assurance Agency for Higher Education (QAA) Subject Benchmark Statement for Computing

• The Association of Computing Machinery (ACM) Curricula Recommendations4 for Computer Science (2013), Information Systems (2010), Information Technology (2017), Cybersecurity (2017) and Software Engineering (2014)

• The British Computer Society (BCS) Core Requirements for Accreditation of Honours Programmes

• The Degree Competency Outcomes for Software Development for Business developed by The Tech Partnership

• The School of Computing, Engineering and Built Environment research in the areas of:

• Networks and Communications,

• Distributed and Pervasive Systems Initiative,

• Interactive and Trustworthy Technologies,

• Visual, Affective and Pervasive Systems and

• Computer Science Education.

• The School of Computing, Engineering and Built Environment Knowledge Transfer and Lifelong Learning programmes

• Glasgow Caledonian University’s Strategy for Learning (SfL)

• The School of Computing, Engineering and Built Environment Learning, Teaching and Assessment Strategy (LTAS).

3A Knowledge and Understanding

Students should be able to : A1

Explain the theoretical and practical aspects of software and hardware which underpin modern computer systems

A2 Demonstrate knowledge and understanding of facts, concepts, principles and theories relating to the development of software for IT and business

A3 Utilize and appraise tools and techniques to assist in the development of software for IT and business

A4 Demonstrate an understanding of the methods used to specify, model, develop, deploy and maintain software systems in an operational context

A5 Demonstrate an awareness of the role of the IT professional and the context in which they operate including moral, legal, safety and ethical issues

A6 Demonstrate an understanding and appreciation of the importance of negotiation, effective work habits, leadership and good communication with stakeholders

A7 Demonstrate an awareness of the theoretical and practical aspects of advanced technologies and the techniques required in the development of complex software systems.

4 https://www.acm.org/education/curricula-recommendations

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3B Practice: Applied knowledge, skills and understanding B1 Identify, analyse and solve practical problems across a variety of application domains B2 Evaluate alternative solutions to problems in an appropriate subject domain. B3 Demonstrate effective use of a variety of appropriate techniques, tools and integrated

development environments in the development and deployment of computer based information systems

B4 Use appropriate methods and techniques to specify, develop and deploy software systems and services

B5 Demonstrate competence in using business processes, organisational working practices and project management practices

B6 Apply theory to practical and realistic career-related tasks 3C Generic cognitive skills

C1 Plan, conduct and report upon work C2 Critical thinking and problem solving C3 Critical analysis C4 Self confidence, self discipline & self reliance (independent working) C5 Creativity, innovation & independent thinking C6 Gather and evaluate research information from a variety of sources

3D Communication, numeracy and ICT skills

D1 Communication skills, written, oral and listening D2 Numeracy D3 Effective information retrieval and research skills D4 Computer literacy D5 Presentation skills

3E Autonomy, accountability and working with others

E1 Awareness of strengths and weaknesses/ Planning, monitoring, reviewing and evaluating own learning and development

E2 Reliability, integrity, honesty and ethical awareness E3 Ability to prioritise tasks and time management E4 Appreciating and desiring the need for continuing professional development E5 Interpersonal skills, team working and leadership E6 Entrepreneurial independence and risk-taking E7 Knowledge of international affairs E8 Commercial Awareness

3F Additional Industrial Placement Skills The programme has an optional one year credit-rated placement period in related employment which provides the opportunity for further development of the taught practical, personal and professional skills in a work-based environment

F1 Gain additional competence and training in the application of the practical skills of the programme.

F2 Develop an understanding of the practical considerations that constrain the application of theory in the workplace.

F3 Communicate and interact effectively within a work-based situation F4 Evaluate current research and technology concepts and their relationship and application to a

work-based problem

Strategy for Learning The Learning, Teaching and Assessment Strategy (LTAS) for this programme has been informed by and is in line with the GCU Strategy for Learning. The teaching approach is student centred, practical and participative and has been designed

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to move away from the traditional teacher centred paradigm to a more active, student driven, independent model of learning. Students are encouraged to take a broad view of their education and to participate in competitions, meet with employers, attend lectures by external speakers and participate in employer led events as well as attending scheduled classes, using online resources and undertaking independent study. A range of delivery methods are used on the programme including: lectures; group-based tutorials and seminars (both tutor and student led); group based practical computing labs (supervised and directed); problem based learning scenarios and case studies; directed study; coursework assignments (individual and group-based) and supervised projects (in all programme levels).

GCU’s Strategy for Learning (SfL) is underpinned by a model comprised of eight design principles. This programme embeds these principles in the following ways:

Engaged learning:

• The programme has a project module each year.

• The integrated projects in years 1-3 are group based encouraging team working. Inaddition the integrated project module in year 3 requires students to work ininterdisciplinary teams.

• A range of effective and accessible forms of academic support, including personal tutorsand academic development tutors are available to students on the programme.

• Students have been involved in the course development process and will continue to beinvolved in the development of the programme.

• Students are encouraged to broaden their range of skills, knowledge and strengths byparticipating in external competitions and events and to apply these experiences to theirstudies.

Divergent thinking:

• Project modules in each year provide the opportunity for students to engage with openended problems and projects.

• Students are encouraged to use collaboration tools to aid learning. The tools usedinclude both Web 2.0 collaboration tools such as social media, blogging, wiki andGCULearn together with industry standard versioning tools such as GitHub.

•

Flexible, inclusive and Accessible:

• Modules have been written with reference to GCU LEAD’s Flexible, Accessible andInclusive Curriculum and so use a blended-learning approach which is accessible to allstudents. They incorporate ‘real-life’ scenarios where possible, make extensive use ofproblem-based and project-based work , use a variety of individual, group learning,face-to-face and/or virtual methods of delivery and incorporate materials in a variety offormats to cater for different learning styles.

• Online Managing Diversity courses will be made available to students through the

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GCULearn portal.

• Learning technology is recognised as being central to implementing the GCU Strategyfor Learning. By combining classroom-based approaches with technology-enhancedlearning the programme aims to help students develop the independent and lifelonglearning skills which are essential for success in the workplace and throughoutlife. Members of the programme team have high levels of technical competence andare additionally supported by the school's learning technologists which has enabledthem to embed blended and online learning across the curriculum. GCULearn is used toprovide materials in different formats to engage with different learning styles e.g. videotutorials, e-books, podcasts.

• Several modules make use of social media tools, Blogs and Wikis.

• The programme also provides flexible learning by allowing students to transfer betweenthe Department of Computing programmes in the early years.

• The programme provides as many elective choices, both within the department and alsoin other schools in the University, as is possible within the constraints placed on it byaccrediting bodies.

Broad and deep learning:

• Integrated project modules provide opportunities for multi- and inter- disciplinary groupworking.

• The integrated project modules have been designed to develop team building and teamworking skills, as well as to encourage the use of reflective practices.

• The later years of the integrated project modules also incorporate peer assessment.

• The importance of timely, high quality and constructive formative feedback in a varietyof forms is recognised by the programme team. A number of team members areCaledonian Scholars and are working on projects in this area and modules have beenwritten in the knowledge of the Feedback for Future Learning's 8 Feedback Principles.Module teams are expected to provide feedback within 3 weeks both formative andsummative submissions.

• SDfB students attend specialist 'Guru Lectures' given by industry leaders. These are runregularly throughout the academic year at institutions accredited by The TechPartnership. The lectures are accessible online at the other participating universities.Podium discussions allow students to question and interact with the speakers and thewider SDfB student community. These lectures offer students the opportunity toincrease their awareness of the broader context of their discipline and interact with highprofile industrial speakers.

Global learning:

• The programme has been designed with input from employers, many of whom aremultinational companies e.g. P&G, CGI Group. They have provided case studies whichinclude working in international teams, managing distributed projects etc.

• The ‘Guru Lecture’ series, mentioned above include lectures on the topic of globalworking and working in distributed teams

• Students are encouraged to consider participation in International Association for theExchange of Students for Technical Experience (IAESTE) activities and to take part ininternational competitions e.g. P&G IDS challenge

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Real world problem solving:

• The integrated project in year 2 specifies that students are expected to address problems set by external companies.

• Other modules use live project specifications supplied by companies as and when this is deemed appropriate.

• A number of modules (e.g. IT Project Management 1) also make use of employer written case studies

Entrepreneurship and employability:

• All SDfB students at GCU benefit from attendance at national employability events hosted by The Tech Partnership. These offer a forum for SDfB students, staff and employers across the UK to meet each other, network and exchange ideas.

• Students also benefit from membership of the SDfB online networking and community website which offers regular updates on placement, internship and employment opportunities.

• Students are prepared for employment and placement through the programme’s Employability and Career Planning module which all students undertake during level 3.

• Students attend talks by guest speakers, industrial visits and employer led activities such as CV writing workshops, interview technique classes and employability events.

Responsible leadership and professionalism:

• Reflection activities are embedded within many modules, notably the integrated project modules

• The understanding of standards of professional ethics, behaviours and work activities are embedded within modules at each level of study and specialized knowledge of the professional field is additionally addressed explicitly in the Research Skills and Professional Issues module in year 3

• The programme will be professionally accredited (see section 1). Methods of Assessment Assessment methods used include: Unseen Written Examinations, Coursework Assignments (individual and group based), Class Tests (both unseen and open-book), practical laboratory tests (both unseen and open-book) and presentations (individual and group based). Most coursework assignments involve undertaking a significant element of independent study and implementing associated practical tasks within a given deadline. Students are thus required to develop independent responsibility, plan their learning, prioritise tasks and manage their time appropriately in order to successfully complete the assignment

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Many assignments require students to retrieve and utilise information from a variety of sources including published research and commercial documentation Tutorial/Seminar work requires students to present their work (and consider the work of others), in both written and oral form. As well as the Integrated Projects at levels 1-3 being team based, significant use of Group based coursework is also prevalent throughout the programme and is used to develop communication and team working skills.

Assessment of transferable/key skills is manifested mostly through the various coursework assessments with work of higher quality produced as the skills acquired by students mature. Effective team performance forms an explicit part of all group coursework assessment and the Integrated Project modules. The projects also specifically assess communication skills via both their presentations and reports. The initial achievement and development of the range of transferable/key life skills are also incorporated within the Personal Development Planning process. PDP forms part of the learning strategy for the students to ensure that they undertake effective planning for their own personal, educational and career development. They will identify outcomes at an early stage and with the support of their PDP advisor will review their progress as the programme develops. At the end of the programme the student will have a Progress File comprising a transcript of their academic achievement and a Personal Development Record. Industrial Placement Learning, Teaching and Assessment Strategy (LTAS) The additional professional career-based skills build upon the corresponding skills obtained in the Degree programme. Additional teaching and learning is achieved on placement through the supervision of the student in a programme of work-related tasks. An Industry based supervisor (from the work place) and a University based supervisor (a member of academic staff) provides the supervision. The student is prepared for placement through the programme’s Employability and Career Planning module which all students undertake during level 3. The assessment of the skills is through a review of the placement performance based on a set of industry and university supervisor reports, a set of industrial experience reports by the student and a placement-based study project.

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Table 1 Matrix showing the timing of assessments across the academic year

Trimester 1 Trimester 2

1 2 3 4 5 6 7 8 9 10 11 12Exam period Exam 1 2 3 4 5 6 7 8 9 10 11 12

Exam period Exam

Year 1

SCQF Level 7

Fundamentals of Computer Systems 50%cw 50%cw

Maths for Computing x x 40% cw 60%

Programming 1 x x x X x x x x x 37+70%

Fundamentals of Software Engineering 50%cw 50%cw

Fundamentals of Network and Cloud Computing 50%cw 50%cw

Database Development 100%cw

Integrated Project 1 100% cw

Year 2

SCQF Level 8Object-oriented Analysis and Design 50% cw 50%exam

Programming 2 100%cw

Human Computer Interaction 60% 40%

Data Structures and Algorithms 50% cw 50%

Web Application Development 1 100%

Integrated Project 2 100% cw

Year 3

SCQF Level 9

IT Project Management 1 50% cw 50% exam

Web Application Development 2 70%cw 30%cw

Application Architecture and Design Patterns 50% cw 50% exam

Research Skills and Professional Issues 30%cw 70%cw

DevOps 50%cw 50% cw

Integrated Project 3 100% cw

Year H

SCQF Level 10

Honours Project 20% 70% cw 10%

Machine Learning and Data Analytics 50%cw50%cw

Programming Paradigms 50%cw 50% exam

Cloud Platform Development 50% cw 50% exam

Secure Software Development 50%cw 50%exam

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4. PROGRAMME STRUCTURES AND REQUIREMENTS, LEVELS, MODULES, CREDITS AND AWARDS

4.1. FULL - TIME DELIVERY Year 1 Module Title Credits

SCQF 7 Level Trimester A M1I325623 1 A Fundamentals of Computer Systems 10 M1I322908 1 A Fundamentals of Software Engineering 20 M1I325617 1 A Programming 1 20 M1I325616 1 AB Maths for Computing 20* Trimester B M1I325624 1 B Fundamentals of Network and Cloud

Computing 10

M1I325625 1 B Database Development 20 M1I325668 1 B Integrated Project 1 20 M1I325616 1 AB Maths for Computing 20* Exit Award – Certificate of Higher Education in Computing 120 Year 2 Module Title Credits SCQF 8 Level Trimester A M2I325618 2 A Programming 2 20 M2I322952 2 A Object Oriented Analysis & Design 20 M2I625666 2 A Human Computer Interaction 20 Trimester B M2I225696 2 B Data Structures and Algorithm 20 M2I325626 2 B Web Application Development 1 20 M2I325669 2 B Integrated Project 2 20 Exit Award – Diploma of Higher Education in Computing 240 Year 3 Module Title Credits SCQF 9 Level Trimester A M3I322913 3 A IT Project Management 1 20 M3I325640 3 A Web Application Development 2 20 M3I325639 3 A Applications Architecture and Design

Patterns 20

Trimester B M3I323074 3 B Research Skills & Professional Issues 20 M3W225670 3 B Integrated Project 3 20 M3I325687 3 B DevOps 20 Exit Award – BSc Software Development for Business 360 Year 4 Module Title Credits SCQF 10 Level

Trimester A MHW225671 H AB Honours Project 40* MHI225680 H A Machine Learning and Data Analytics 20 MHI325688 H A Programming Paradigms 20 Trimester B MHW225671 H AB Honours Project 40* MHI325642 H B Secure Software Development 20

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MHI325614 H B Cloud Platform Development 20 Exit Award – BSc (Hons) BSc Software Development for Business 480 Industrial Placement Year (Optional) Exit Award. Students opting to undertake placement do so in the academic session after level 3 studies. Assessment is via the additional 60 SCQF credit level 9 module, M3I323077 Industrial Placement. Successful completion of that module gives (Sandwich) in the final exit award obtained by the student.

4.2 PART TIME DELIVERY

Year 1 Module Title Credits SCQF 7 Level Trimester A M1I325623 1 A Fundamentals of Computer Systems 10 M1I325617 1 A Programming 1 20 M1I325616 1 AB Maths for Computing 20* Trimester B M1I325624 1 B Fundamentals of Network and Cloud

Computing 10

M1I325625 1 B Database Development 20 M1I325616 1 AB Maths for Computing 20* Year 2 Module Title Credits SCQF 7/8 Level Trimester A M1I322908 1 A Fundamentals of Software Engineering 20 M2I625666 2 A Human Computer Interaction 20 Trimester B M1I325668 1 B Integrated Project 1 20 M2I325626 2 B Web Application Development 1 20 Exit Award – Certificate of Higher Education in Computing(120 required) Year 3 Module Title Credits SCQF 8 Level Trimester A M2I325618 2 A Programming 2 20 M2I322952 2 A Object Oriented Analysis & Design 20 Trimester B M2I225696 2 B Data Structures and Algorithm 20 M2I325669 2 B Integrated Project 2 20 Exit Award – Diploma of Higher Education in Computing (240 required) 240 Year 4 Module Title Credits SCQF 9 Level

Trimester A M3I325640 3 A Web Application Development 2 20 M3I325639 3 A Applications Architecture and Design

Patterns 20

Trimester B M3W225670 3 B Integrated Project 3 20 M3I325687 3 B DevOps 20 Year 5 Module Title Credits SCQF 9/10 Level

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Trimester A M3I322913 3 A IT Project Management 1 20 MHI325688 H A Programming Paradigms 20 Trimester B M3I323074 3 B Research Skills & Professional Issues 20 MHI325642 H B Secure Software Development 20 Exit Award – BSc Software Development for Business(360 required)

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Year 6 Module Title Credits SCQF 10 Level

Trimester A MHW225671 H AB Honours Project 40* MHI225680 H A Machine Learning and Data Analytics 20 Trimester B MHW225671 H AB Honours Project 40* MHI325614 H B Cloud Platform Development 20 Exit Award – BSc (Hons) Software Development for Business 480 Industrial Placement Year (Optional) Exit Award. Students opting to undertake placement do so in the academic session after level 3 studies. Assessment is via the additional 60 SCQF credit level 9 module, M3I323077 Industrial Placement. Successful completion of that module gives (Sandwich) in the final exit award obtained by the student.

5. SUPPORT FOR STUDENTS AND THEIR LEARNING

• Induction Programme

• Academic Advising in accordance with the GCU Personal, Professional, Academically Informed, Consolidated, Transitional (PPACT) Standard

• Personal Development Planning (PDP)

• Programme and Module Handbooks (or equivalent on GCU Learn)

• Study Guides for project and coursework

• Year Tutors

• Project Co-ordinators

• Employability and Career Planning programme

• Saltire Learning Centre with access to other local and national library resources

• Student e-mail and programme/module based Virtual Learning Environment facilities (GCU Learn)

• Departmentally based PC Computer Laboratories equipped with full range of course and supporting software.

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• Open access to Departmental and University Computer facilities including access to the 24hr lab

• Access to specialist laboratories including the e-motion lab

• Supply of specific proprietary software for home use to provide additional study and work access

• Open access to teaching staff including the Programme Leader

• Access to The Base which provides assistance and guidance

• School of Engineering and Built Environment Learning Development Centre (LDC) which provides specific study skills support and guidance

• Web-based learning support tools

• Access to the University Career Centre

• Professional and Industry Body Contacts, including Guru Lectures, competitions and employability events organized by The Tech Partnership.

• Student representatives on the Programme Board

• Student representatives on Senate and its Standing Committees

• Student Staff Consultative Group For Students who undertake the Optional Placement:

• Preparation programme to assist students in obtaining placement.

• Specified staff roles (Placements Tutor and Placements Administrator) to assist with identifying specific placement opportunities and helping students in applying for placements.

• When in placement liaison is conducted between the University and industry based supervisors. Planned reviews and visits of students on placement take place.

For students who undertake the programme part-time:

• Materials are made available in flexible formats.

6. CRITERIA FOR ADMISSION

Candidates must be able to satisfy the general admissions requirements of Glasgow Caledonian University

Programme Admission Requirements:

Standard First Year Entry Requirements The minimum entrance requirements for entry into the first year of the programme are one of the following:

• SQA passes in 5 subjects of which at least 4 are at Higher Grade

• GCE passes in 5 subjects of which 2 are Advanced level (or equivalent)

• An appropriate program of SQA National Certificate Course units which must include passes in modules which are at least equivalent to SQA/GCE English and Mathematics at Ordinary/ Standard grade at Credit level

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• HNC in Computing/IT or Equivalent

• BTEC National Diploma in Computing/IT

• IT Access course or equivalent

• Advanced GNVQ in IT

• Irish Leaving Certificate – 5 subjects passed at H level (at least C grade) or equivalent

• International qualifications which are equivalent to standard entry (in these cases appropriate EOSL qualification is required)

In all of the above cases, the qualifications must include SCE/GCE pass in English at Standard grade at Credit level (or equivalent) and Mathematics at Higher grade C (or equivalent) Annually the Programme Board also considers the competitive entry requirements based on student demand and allocated places. Flexible Entry: Credit Transfer and Recognition of Prior Learning (RPL) Accumulation of credit points from other programmes of study and from prior experiential learning may allow direct entry into the programme at the appropriate level, subject to satisfying the necessary pre-requisites for completion of the programme. Entry with Advanced Standing Articulation to Level 2 and Level 3 Given the requirements of the accrediting body it is not currently anticipated that articulation to year 3 will be routinely available. Students will, instead, be encouraged to apply for articulation onto the BSc Computing programme. Individual students who can demonstrate appropriate prior study and appropriate levels of industrial experience may, exceptionally, be considered for entry into level 2. Mature and overseas students: specific requirements Formal entry requirements may be relaxed for mature applicants (21 years of age and older) whose record of educational achievement and relevant experience is deemed to be appropriate. Non-standard applicants will normally be interviewed to assess their suitability for the programme.

Additionally overseas students require to demonstrate competence in written and spoken English, which is a minimum of IELTS 6.0 overall with no less than 5.5 in any individual component, if their entry qualification was not delivered and assessed in English. Equal Opportunities

The University will seek at all times equality of opportunity for all applicants and seeks not to

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discriminate on any grounds irrelevant to the above general principle of admission. Applicants with a disability

All applicants for admission to the programme who reveal a disability will be invited to a meeting with the Admissions Tutor and/or University Disability Adviser in order that the specific needs of the applicant can be assessed. This is not part of the selection process but students may be advised at this stage if the nature of their disability means that they might be unable to fulfil the academic or professional requirements of the programme. Equally it may not be possible for the University to make reasonable adaptations to enable an applicant to undertake a particular programme. Should this be the case, the University will respond positively and advice on alternative programmes and options will be offered.

7. METHODS FOR EVALUATING AND IMPROVING THE QUALITY AND STANDARDS OF TEACHING AND LEARNING Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards:

• Annual Module Monitoring Process • Annual Programme Monitoring Process/ Continuous Quality Improvement Plan • Module Feedback Questionnaire • External Assessor reports • Annual monitoring (required by Professional and/or Statutory Bodies) • Enhancement-led Internal Subject Review (ELISR) • Enhancement-led Institutional Review (ELIR) • Annual report to external accrediting bodies • Reports from Professional/Statuary Body • Academic strategy review and development by School Learning and Teaching

Committee(SLTC) • School based quality procedures for moderation of assessments (Exam and Coursework)

Committees with responsibility for monitoring and evaluating quality and standards: • Student-Staff Consultative Group (SSCG) • Programme Board (PB) • School Board • Assessment Board (AB) • University Learning and Teaching Sub-Committee (LTSC) • University Academic Policy and Practice Committee (APPC) • University Senate • School Learning and Teaching Committee (SLTC) • Undergraduate Assessment Board Mechanisms for gaining student feedback on the quality of teaching and their learning experience: • Student-Staff Consultative Group (SSCG) • Student representation on Programme Board (PB) • Student representation on School Board • Module Feedback Questionnaire • GCULearn • Open access to members of Programme Team e.g. Module Leaders, Programme Leader,

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Personal Tutor, Year Tutor • Placement Reports • NSS Staff development priorities include: • Postgraduate Certificate in Learning and Teaching • Continuous Professional Development (CPD) • Performance and Development Annual Review (PDAR) • Peer support for teaching • Mentoring scheme for new teaching staff • Conference and seminar attendance and presentation • Research Excellence Framework (REF) submission • Membership of Higher Education Academy (HEA) • Membership of and involvement with Professional Bodies • Regular Programme Team and Subject Group meetings • Institutional learning and teaching workshops

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8. ASSESSMENT REGULATIONS Students should expect to complete their programme of study under the Regulations that were in place at the commencement of their studies on that programme, unless proposed changes to University Regulations are advantageous to students. The Glasgow Caledonian University Assessment Regulations which apply to this programme, dependent on year of entry can be found on the GCU web site at: GCU Assessment Regulations Assessment rules and Honours classification:

• The minimum pass mark is (40%) for each module.

• An overview of assessment details are provided in the Student Handbook for the programme and a copy of full assessment regulations are available from the University web site.

• To qualify for an award a student must complete all the programme requirements and obtain 360 SCQF credit points for the Unclassified degree (BSc) and 480 SCQF credit points for the Honours degree (BSc Hons).

Summary of classifications, marks and their interpretation for honours degree classification Classification Marks Interpretation 1st 70% - 100% Excellent: Marks represent a first class performance 2nd/Upper 60% - 69% Very Good: Marks represent an upper second class performance 2nd/Lower 50% - 59% Good: Marks represent a lower second class performance 3rd 40% - 49% Satisfactory: Marks represent a third class performance The calculation for the award and final classification of the Honours Degree is on the basis of the best 180 SCQF level 10 and SCQF level 9 credits, of which a minimum of 90 must be at SCQF 10. The Dissertation/Project at level 10 must be included in this set. If a student enters directly into year 4, then the marks from the taught 4th year only contribute to the award and final classification of the Honours Degree. Regulations for distinction at Unclassified degree level: Students who pass all 6 modules at level 9 at the first attempt and who achieve an average of 70% or more (with no mark in any module below 55%) shall normally be eligible for the award of an Unclassified degree with distinction.

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The Role of the External Assessor:

External Assessors are appointed to Undergraduate Assessment Boards. The duties of an External Assessor will include the following: • To moderate the work of the Internal Assessors in respect of the assessments under

his/her jurisdiction.

• To attend Assessment Boards at which the results of a final stage assessment will be determined

• To satisfy himself/herself that the work and decisions of the Assessment Board(s) are consistent with the policies and regulations of the University and best practice in higher education.

• To ensure that students are assessed within the regulations approved by the University for the programme and to inform the University on any matter which, in his/her view, militates against the maintenance of proper academic standards.

• To report annually to the School’s Learning and Teaching Committee on the standards attained by students on the programme and on any other matters which may seem appropriate for report.

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9. INDICATORS OF QUALITY AND STANDARDS

Internal Indicators • Details of approval, development events and Enhancement Led Internal Subject Reviews

(ELISR) organised by the School/University

• Annual Programme Monitoring and development of programme’s Continuous Quality Improvement Plan

• Annual report on module performance

• Prizes awarded by the School for outstanding performance External Indicators • Professional/Statutory Body accreditation visits and reports

• Quality Assurance Agency subject reviews

• External Assessor Reports

10. INFORMATION ABOUT THE PROGRAMME

Key information about the programme can be found in:

• Programme Specification Document

• Student Handbook

• Programme Specific Student Handbook

• University Website http://www.gcu.ac.uk

• University Prospectus

• Module catalogue

• Divisional publications This specification provides a concise summary of the main features of the programme and the

learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning assessment methods of each module can be found in the University Module catalogue which can be accessed from the University web-site. The accuracy of the information in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

A curriculum map is attached showing how the outcomes are developed and assessed within the programme. This relates the modules from Section 4 to the outcomes in Section 3.

DATE: June 2018

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CURRICULUM MAP for Software Development for Business The curriculum map links the modules (Section 4) to the Outcomes listed in Section 3

This map provides both a design aid to help academic staff identify where the programme outcomes are being developed and assessed within the course. It also provides a check list for quality assurance purposes and could be used in approval, accreditation and external examining processes. This also helps students monitor their own learning, and their personal and professional development as the course progresses. The map shows only the main measurable learning outcomes which are assessed. There are additional learning outcomes (e.g. attitudes and behaviour) detailed in the module specifications which are developed but do not lend themselves to direct measurement

Programme outcomes

SCQF Level Module Code Module Title A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6

LEVEL 7

M1I325623 Fundamentals of Computer Systems x x x x x

M1I325624 Fundamentals of Network and Cloud Computing x x x x x x

M1I325617 Programming 1 x x x x x x x

M1I325625 Database Development x x x x x x x x x x x x

M1I322908 Fundamentals of Software Engineering x x x x x x x x x x x

M1I325668 Integrated Project 1 x x x x x x x x x x x x

M1I325616 Maths for Computing x x x x

LEVEL 8

M2I322952 Object-oriented Analysis and Design x x x x x x x x

M2I325618 Programming 2 x x x x x x x x x

M2I325626 Web Application Development 1 x x x x x x x x

M2I325669 Integrated Project 2 x x x x x x x x x x x x x

M2I225696 Data Structures and Algorithms x x x x x x x

M2I625666 Human Computer Interaction x x x x x x x x x x x x

LEVEL 9

M3I322913 IT Project Management 1 x x x x x x x x x x x

M3I323074 Research Skills and Professional Issues x x x x x x x

M3W225670 Integrated Project 3 x x x x x x x x x x x x x x

M3I325640 Web Application Development 2 x x x x x x x x x x x x

M3I325639 Application Architecture and Design Patterns x x x x x x x x x x x

M3I325687 DevOps x x x x x x x x x x x x x x x

PSMAP

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SCQF Level Module Code Module Title A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6

LEVEL 10

MHW225671 Honours Project x x x x x x x x x x x x x

MHI225680 Machine Learning and Data Analytics x x x x x x x x x x

MHI325688 Programming Paradigms x x x x x x x x x x x

MHI325642 Secure Software Development x x x x x x x x x x x x x x

MHI325614 Cloud Platform Development x x x x x x x x x x

SCQF Level Module

code Module Title D1 D2 D3 D4 D5

E1 E2 E3 E4 E5 E6 E7 E8

LEVEL7 M1I325623 Fundamentals of Computer Systems x x

x x x

M1I325624 Fundamentals of Network and Cloud Computing x x x

x x x

M1I325617 Programming 1 x x x

x x

M1I325625 Database Development x x x

x

M1I322908 Fundamentals of Software Engineering x x x

x x x x

M1I325668 Integrated Project 1 x x x x

x x x x x x x x

M1I325616 Maths for Computing x

x x

LEVEL8

M2I322952 Object Oriented Analysis & Design x x

x x x

M2I325618 Programming 2 x x x

x x

M2I325626 Web Application Development 1 x x

x x

M2I325669 Integrated Project 2 x x x x

x x x x x x

M2I225696 Data Structures and Algorithms x x x

x

M2I625666 Human Computer Interaction x x

x x

LEVEL 9

M3I322913 IT Project Management 1 x x x

x x x x x x

M3I323074 Research Skills and Professional Issues x x x

x x x

M3W225670 Integrated Project 3 x x x x

x x x x x x x x

M3I325640 Web Application Development 2 x x x

x

M3I325639 Applications Architecture and Design Patterns x x x

x

M3I325687 DevOps x x

x x

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SCQF Level Module code Module Title D1 D2 D3 D4 D5 E1 E2 E3 E4 E5 E6 E7 E8

LEVEL 10

MHW225671 Honours Project x x x x

x x x x

MHI225680 Machine Learning and Data Analytics x x x

x x

MHI325688 Programming Paradigms x

x x

MHI325642 Secure Software Development x x x

x x x

MHI325614 Cloud Platform Development x

x

SCQF Level

Module Code

Module Title F1 F2 F3 F4

LEVEL9 M3I323077 Industrial Placement x x x x

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BSC/BSc(Hons)Software Development for Business ASSESSMENT LOADING MATRIX SCQF Level 7 Module Code Module Title Trimester Credits Assessment Weighting

Cw1 Cw2 Exam1 (Exams Office)

Ex2 (Exams Office)

Ex3 (Class Test)

M1I325623 Fundamentals of Computer Systems

A 10 50% 50%

M1I322908 Fundamentals of Software Engineering

A 20 50% 50%

M1I325617 Programming 1 A 20 30% 70%

M1I325616 Mathematics for Computing AB 20 40% 60%

M1I325624 Fundamentals of Network and Cloud Computing

B 10 50% 50%

M1I325625 Database Development B 20 100%

M1I325668 Integrated Project 1 B 20 100%

EXIT AWARD: Certificate of Higher Education SCQF Level 8 Module Code Module Title Trimester Credits Assessment Weighting

Cw1 Cw2 Exam1 (Exams Office)

Ex2 (Exams Office)

Ex3 (Class Test)

M2I325618 Programming 2 A 20 100%

M2I322952 Object Oriented Analysis & Design

A 20 50% 50%

M2I625666 Human Computer Interaction A 20 60% 40%

M2I225696 Data Structures & Algorithms B 20 50% 50%

M2I325626 Web Application Development 1 B 20 100%

M2I325669 Integrated Project 2 B 20 100%

EXIT AWARD: Diploma of Higher Education

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SCQF Level 9 Module Code Module Title Trimester Credits Assessment Weighting

Cw1 Cw2 Exam1 (Exams Office)

Ex2 (Exams Office)

Ex3 (Class Test)

M3I322913 IT Project Management 1 A 20 50% 50%

M3I325640 Web Application Development 2 A 20 70% 30%

M3I325639 Application Architecture & Design Patterns

A 20 50% 50%

M3I325687 DevOps B 20 50% 50%

M3I323074 Research Skills & Professional Issues

B 20 30% 70%

M3W225670 Integrated Project 3 B 20 100%

EXIT AWARD: Bachelor Degree SCQF Level 10 Module Code Module Title Trimester Credits Assessment Weighting

Cw1 Cw2 Exam1 (Exams Office)

Ex2 (Exams Office)

Ex3 (Class Test)

MHI225680 Machine Learning and Data Analytics

A 20 50% 50%

MHI325688 Programming Paradigms A 20 50% 50%

MHW225671 Honours Project AB 40 100%

MHI325642 Secure Software Development B 20 50% 50%

MHI325614 Cloud Platform Development B 20 50% 50%

EXIT AWARD: Bachelor Degree with Honours